Student Performance on Grade 3 English by Economic Background

Academic Achievement

Student Performance on Grade 3 English by Economic Background

What does this measure?

The percent of students tested who met or exceeded the state standard on the NYS Grade 3 English exam, broken down by students' economic background. Student performance is scored from level 1 to 4. The state standard is met by scoring at level 3 or 4 and is considered passing.

Why is this important?

Early reading skills are critical to a successful school experience and a productive work life.

How is our region performing?

In 2017, 22% of low-income students in the region passed the English exam, compared to 54% of all other third-graders. Rates were somewhat higher for the state, at 32% of low-income students passing v. 59% of all other students. In Rochester, the 2017 passing rate for students attending traditional public schools was 9% among low income students and 25% among all other third-graders. Among the counties, Seneca had the lowest passing rate for low-income students, at 19% - a 10 percentage point decrease from 2016 - and Orleans had the highest (28%). After increasing 15 points in 2016, Wyoming County dropped 8 points in 2017, the second largest decrease among the counties.

However, it should be noted that a substantial number of students did not take state exams in 2017 due to parent concerns about testing in schools. In our region, 30% of 3rd-8th graders in the region opted not to take the English exam. The Fairport and East Rochester school districts had the highest opt-out rates, both at 48%, while the Rochester City School District had the lowest rate at 11%. The large percentage of students not taking the exam may have a significant effect on overall achievement levels and should therefore give caution to interpreting these results.

Notes about the data

Changes in the state's testing program over the last decade impact the comparability of test results year to year. In 2013, the state shifted to Common Core Standards and Common Core-based tests, and previously, in 2010 the state revised scoring of its tests, raising the threshold for passing. The Common Core was adopted in most states to better prepare students for success beyond high school by emphasizing problem solving, understanding and synthesis, comprehension of nonfiction text, and other higher-order thinking skills.

Subgroup data is not published for small groups (fewer than five students) in order to protect the confidentiality of students. New York State also suppresses data for the next largest group.

Students eligible for free or reduced-price lunch are considered low-income. Data for this indicator are expected to be released in the third quarter.

Featured Indicator

The percent of students tested who met or exceeded the state standard on the NYS Grade 3 English exam. Student performance is scored from level 1 to 4. The state standard is met by scoring at level 3 or 4 and is considered passing.